One–Two–Three

Hold On ◽  
2020 ◽  
pp. 235-256
Author(s):  
Peter Toohey

In this final section the author returns to pairing, the “two” of this chapter title. He hopes to show how you can understand waiting even more clearly by comparing it with emotional experiences that entail not pairs, but the single individual (the “one” of the chapter title) or a trio of individuals (the “three” of the chapter title). One emotion that are associated with “one” is boredom (though depression could be as well). The preeminent emotion associated with “three” is jealousy. The author begins with boredom, an emotion that he was convinced, before he toyed with this book, was the very same thing as waiting. It’s not. This final chapter also aims to link Holding On to the author’s two previous books, Boredom: A Lively History (2011) and Jealousy (2014). Holding On, you might say, is the final part of its own trio.

2020 ◽  
Vol 3 (1) ◽  
pp. 681-693
Author(s):  
Ariel Furstenberg

AbstractThis article proposes to narrow the gap between the space of reasons and the space of causes. By articulating the standard phenomenology of reasons and causes, we investigate the cases in which the clear-cut divide between reasons and causes starts to break down. Thus, substituting the simple picture of the relationship between the space of reasons and the space of causes with an inverted and complex one, in which reasons can have a causal-like phenomenology and causes can have a reason-like phenomenology. This is attained by focusing on “swift reasoned actions” on the one hand, and on “causal noisy brain mechanisms” on the other hand. In the final part of the article, I show how an analogous move, that of narrowing the gap between one’s normative framework and the space of reasons, can be seen as an extension of narrowing the gap between the space of causes and the space of reasons.


Slavic Review ◽  
2008 ◽  
Vol 67 (1) ◽  
pp. 19-34 ◽  
Author(s):  
Steven S. Lee

In this article, Sacha Baron Cohen'sBoratappears as just the latest in a decades- long exchange between American and Soviet models of minority uplift: on the one side, civil rights and multiculturalism; on the other,druzhba narodov(the friendship of peoples) andmnogonatsional'nost’(multi-national- ness). Steven S. Lee argues diat, with Borat, multiculturalism seems to have emerged as the victor in this exchange, but that the film also hearkens to a not-too-distant Soviet alternative. Part 1 shows how Borat gels with recent leftist critiques of multiculturalism, spearheaded by Slovenian philosopher Slavoj żižek. Part 2 relates Borat to a largely submerged history of American minorities drawing hope from mnogonatsional'nost', as celebrated in Grigorii Aleksandrov's 1936 filmCircus.The final part presents Borat as choosing neither multiculturalism nor mnogonatsional'nost', but rather the continued opposition of the two, if not a “third way.” For a glimpse of what this might look like, the paper concludes with a discussion ofAbsurdistan(2006) by Soviet Jewish American novelist Gary Shteyngart.


Author(s):  
Stannard John E ◽  
Capper David

The aims of this book are to set out in detail the rules governing termination as a remedy for breach of contract in English law, to distil the very complex body of law on the subject to a clear set of principles, and to apply the law in a practical context. This book is divided into four parts. The first section sets out to analyse what is involved in termination and looks at some of the difficulties surrounding the topic, before going on to explain the evolution of the present law and its main principles. The second section provides a thorough analysis of the two key topics of breach and termination. The third section addresses the question when the right to terminate for breach arises. And the fourth and final section considers the consequences of the promisee's election whether to terminate or not. The final chapter examines the legal consequences of affirmation, once again both with regard to the promisee and the promisor, with particular emphasis on the extent of the promisee's right to enforce the performance of the contract by way of an action for an agreed sum or an action for specific performance.


2021 ◽  
Author(s):  
Rochelle Lieber

A lively introduction to morphology, this textbook is intended for undergraduates with relatively little background in linguistics. It shows students how to find and analyze morphological data and presents them with basic concepts and terminology concerning the mental lexicon, inflection, derivation, morphological typology, productivity, and the interfaces between morphology and syntax on the one hand and phonology on the other. By the end of the text students are ready to understand morphological theory and how to support or refute theoretical proposals. Providing data from a wide variety of languages, the text includes hands-on activities designed to encourage students to gather and analyse their own data. The third edition has been thoroughly updated with new examples and exercises. Chapter 2 now includes an updated detailed introduction to using linguistic corpora, and there is a new final chapter covering several current theoretical frameworks.


Author(s):  
Achim Stephan

Having introduced situated affectivity, I locate the contributions to this section within this new framework: Carr and colleagues argue that embodied emotional processes strongly (though not indispensably) influence cognitive and motivational tasks. Bypassing the debate on causal dependency (embeddedness) and co-constitution (extendedness), I propose the category of environmental affective scaffolding as the one Hobson’s contribution fits in. He stresses the essential impact an infant’s capacity for social-affective relatedness has on her cognitive development. The enactive approach, as introduced by Colombetti, accounts well for the dynamical couplings between two or more emoters (or an emoter and her environment). If more persons are involved, they constitute a case of distributed rather than extended affectivity, since no single individual is the hub of such an affective process. The contribution of Zahavi and Michael promises to apply the 4E approach to empathy. Considering environmental scaffolds to empathy might enrich it.


2002 ◽  
Vol 19 (2) ◽  
pp. 264-305
Author(s):  
Beverly Stein

The question of 17th-century tonality has intrigued scholars for years: how to make sense of a repertoire in which modal concepts appear to coexist with elements of common-practice tonality. Although the system of modes and that of modern tonality are different constructions, the aspect of functional tonality that allows for the presence of major and minor keys at all 12 levels of transposition developed in part from an extension of a technique carried over from modal practice, that of transposition of mode. Nowhere is this process of tonal expansion based on the concept of transposition of mode as clear or as well structured as in the music of Giacomo Carissimi (1605-1674), the Roman composer of oratorios, cantatas, and motets whose output spans the central 40 years of the 17th century. A close examination of Carissimi's music provides us with a snapshot of the expansion of tonality via transposition and, in addition, offers important suggestions for understanding the tonal practices of contemporaries such as Monteverdi and Cavalli. In Carissimi's music, four basic tonalities are still clearly distinguishable, recognizable through unique and predictable cadence patterns. They appear at transposition levels ranging from the three-flat to the three-sharp systems, with the one-flat system conspicuous in its absence. As shown, the core of eight central keys demonstrates key pairing in a way that models the traditional authentic-plagal relationship of modes. An overview of Carissimi's tonal system demonstrates how the ap- parent coexistence of functional tonality and much older concepts of mode and hexachord can be understood to be part of a rational and organized system. This study explores Carissimi's tonal scheme through an examination of his cantatas, the repertoire displaying the widest tonal range. Based on characteristic cadence frequencies, opening transpositions, and previously unrecognized standard cadence patterns, it is possible to determine the nature of the four primary tonalities and their relationships to one another. These cadence patterns also appear as organizing principles in works of several other 17th-century composers and suggest future avenues of research. The final section summarizes the conservative and progressive features of Carissimi's tonal system, relates his practice to discussion of transposition in two popular treatises of the time, Giovanni Maria Bononcini's Musica prattico and Lorenzo Penna's Li primi albori musicali, and compares Carissimi's practice to the system of church keys (based on common transpositions of the psalm tones) prevalent in the 17th century. A study of Carissimi's cantatas thus reveals the existence of a truly distinct 17th-century tonal practice which functions on its own terms at the same time as it exhibits concepts derived from traditional modal and hexachordal theory, as well as contemporary practices of psalmody and small-scale functional tonality.


Philosophy ◽  
2003 ◽  
Vol 78 (3) ◽  
pp. 337-354 ◽  
Author(s):  
A. W. Moore

The author begins with an outline of Bernard William's moral philosophy, within which he locates William's notorious doctrine that reflection can destroy ethical knowledge. He then gives a partial defence of this doctrine, exploiting an analogy between ethical judgements and tensed judgements. The basic idea is that what the passage of time does for the latter, reflection can do for the former: namely, prevent the re-adoption of an abandoned point of view (an ethical point of view in the one case, a temporal point of view in the other). In the final section the author says a little about how reflection might do this.


2006 ◽  
Vol 34 (101) ◽  
pp. 122-139
Author(s):  
Thor Grünbaum

Action in Narratology, Literature, and LifeIn this article I argue that the representation of simple, bodily action has the function of endowing the narrative sequence with a visualizing power: It makes the narrated scenes or situations ready for visualization by the reader or listener. By virtue of this visualizing power or disposition, these narrated actions disrupt the theoretical divisions, on the one hand, between the narrated story and the narrating discourse, and on the other hand, between plot-narratology and discourse-narratology. As narrated actions they seem to belong to the domain of plot-narratology, but in so far as they serve an important visualizing function, these narrated actions have a communicative function and as such they can be said to belong to the domain of discourse-narratology. In a first part of the article, I argue that a certain type of plot-narratology, due to its retrospective epistemology and abstract definition of action, is unable to conceive of this visualizing function. In a second part, I argue that discourse-narratology fares no better since the visualizing function is independent of voice and focalization. In a final part, I sketch a possible account of the visualizing function of simple actions in narratives.


2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.


2020 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Lea Ringskou ◽  
Christoffer Vengsgaard ◽  
Caroline Bach

ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet. AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?


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